image
imagewidth (px) 53
760
⌀ | question
stringlengths 14
862
| choices
listlengths 2
5
| answer
int8 0
4
| hint
stringlengths 0
1.85k
| task
stringclasses 3
values | grade
stringclasses 12
values | subject
stringclasses 3
values | topic
stringclasses 26
values | category
stringclasses 119
values | skill
stringclasses 321
values | lecture
stringclasses 256
values | solution
stringlengths 0
2.72k
|
|---|---|---|---|---|---|---|---|---|---|---|---|---|
Not supported with pagination yet |
Would you find the word travel on a dictionary page with the following guide words?
together - tug
|
[
"yes",
"no"
] | 0 |
yes or no
|
grade6
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.
|
Put the words in alphabetical order.
Since travel is between the guide words together - tug, it would be found on that page.
|
|
Not supported with pagination yet |
Answer the riddle.
I am wet.
You can drink me.
You will find me in a lake.
What am I?
|
[
"a fish",
"water"
] | 1 |
closed choice
|
grade1
|
language science
|
vocabulary
|
Comprehension strategies
|
What am I?
|
Water is wet.
You can drink water.
You will find water in a lake.
|
||
What is the capital of North Dakota?
|
[
"Albany",
"Bismarck",
"Fargo",
"Madison"
] | 1 |
closed choice
|
grade5
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Midwest
|
Bismarck is the capital of North Dakota.
|
|||
Not supported with pagination yet |
What is the source of the allusion in the sentence below?
Erica told her friends that Philip was a typical Peter Pan type.
|
[
"literature",
"Greek mythology"
] | 0 |
closed choice
|
grade7
|
language science
|
figurative-language
|
Literary devices
|
Recall the source of an allusion
|
An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.
|
The source of the allusion Peter Pan is literature.
In a J. M. Barrie novel, the character Peter Pan retreats to Neverland and refuses to grow up.
The allusion Peter Pan means a person who won't take on adult responsibilities.
|
|
What is the name of the colony shown?
|
[
"New Jersey",
"South Carolina",
"North Carolina",
"Delaware"
] | 0 |
closed choice
|
grade8
|
social science
|
us-history
|
Colonial America
|
Identify the Thirteen Colonies
|
The colony is New Jersey.
|
|||
Which of the following could Hazel and Scarlett's test show?
|
[
"if the concrete from each batch took the same amount of time to dry",
"if a new batch of concrete was firm enough to use"
] | 1 |
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Hazel and Scarlett were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test.
|
closed choice
|
grade6
|
natural science
|
science-and-engineering-practices
|
Engineering practices
|
Evaluate tests of engineering-design solutions
|
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.
| ||
Not supported with pagination yet |
What does the metaphor in this text suggest?
Jennifer felt a roller coaster of emotions when she heard the news.
|
[
"Jennifer found the news scary.",
"Jennifer had varied feelings."
] | 1 |
closed choice
|
grade8
|
language science
|
figurative-language
|
Literary devices
|
Interpret figures of speech
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
|
The text uses a metaphor, comparing two things that are not actually alike without using like or as.
The metaphor Jennifer felt a roller coaster of emotions suggests that Jennifer had varied feelings. A roller coaster has a dramatic mix of ups and downs, and so do Jennifer's feelings.
|
|
Which material is this table made of?
|
[
"glass",
"porcelain"
] | 0 |
closed choice
|
grade2
|
natural science
|
physics
|
Materials
|
Identify multiple materials in objects
|
A material is a type of matter. Wood, glass, metal, and plastic are common materials.
Some objects are made of just one material.
Most nails are made of metal.
Other objects are made of more than one material.
This hammer is made of metal and wood.
|
Look at the picture of the table.
The table is made of two different materials. The top is made of glass, and the frame is made of metal.
|
||
Not supported with pagination yet |
What is the source of the allusion in the sentence below?
Walter dropped out of college to travel the world, but a year later, the prodigal son returned home and re-enrolled.
|
[
"the Bible",
"British history"
] | 0 |
closed choice
|
grade8
|
language science
|
figurative-language
|
Literary devices
|
Recall the source of an allusion
|
An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.
|
The source of the allusion prodigal son is the Bible.
In a Biblical parable, the prodigal son irresponsibly spends the inheritance given to him by his father. When he returns home, he expects to be shamed, but his father forgives him.
The allusion prodigal son means a person who behaves recklessly but later makes a repentant return.
|
|
Not supported with pagination yet |
Which figure of speech is used in this text?
The water made a sound like kittens lapping.
—Marjorie Kinnan Rawlings, The Yearling
|
[
"idiom",
"simile"
] | 1 |
closed choice
|
grade10
|
language science
|
figurative-language
|
Literary devices
|
Classify figures of speech: review
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face.
|
The text includes a simile, using like or as to compare two things that are not actually alike.
Like kittens lapping compares the sound of water to the sound of kittens lapping something up.
|
|
Not supported with pagination yet |
Which greeting is correct for a letter?
|
[
"Dear Wyatt,",
"Dear wyatt,"
] | 0 |
closed choice
|
grade3
|
language science
|
punctuation
|
Formatting
|
Greetings and closings of letters
|
A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory
|
The first greeting is correct:
Its first word is capitalized, and it ends with a comma. Wyatt is capitalized because it is a proper noun.
|
|
Which country is highlighted?
|
[
"Fiji",
"Papua New Guinea",
"the Federated States of Micronesia",
"the Marshall Islands"
] | 2 |
closed choice
|
grade6
|
social science
|
geography
|
Oceania: geography
|
Identify and select countries of Oceania
|
This country is the Federated States of Micronesia.
|
|||
What can Nathan and Reggie trade to each get what they want?
|
[
"Nathan can trade his tomatoes for Reggie's carrots.",
"Nathan can trade his tomatoes for Reggie's broccoli.",
"Reggie can trade his broccoli for Nathan's oranges.",
"Reggie can trade his almonds for Nathan's tomatoes."
] | 1 |
Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Nathan and Reggie open their lunch boxes in the school cafeteria. Neither Nathan nor Reggie got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Nathan's lunch Reggie's lunch
|
closed choice
|
grade8
|
social science
|
economics
|
Basic economic principles
|
Trade and specialization
|
Look at the table and images.
Nathan wants broccoli. Reggie wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.
|
||
What is the expected ratio of offspring with black fur to offspring with brown fur? Choose the most likely ratio.
|
[
"2:2",
"0:4",
"1:3",
"4:0",
"3:1"
] | 3 |
In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for black fur (F) is dominant over the allele for brown fur (f).
This Punnett square shows a cross between two rabbits.
|
closed choice
|
grade8
|
natural science
|
biology
|
Genes to traits
|
Use Punnett squares to calculate ratios of offspring types
|
Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
| F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
|
To determine how many boxes in the Punnett square represent offspring with black fur or brown fur, consider whether each phenotype is the dominant or recessive allele's version of the fur color trait. The question tells you that the F allele, which is for black fur, is dominant over the f allele, which is for brown fur.
Black fur is the dominant allele's version of the fur color trait. A rabbit with the dominant version of the fur color trait must have at least one dominant allele for the fur color gene. So, offspring with black fur must have the genotype FF or Ff.
All 4 boxes in the Punnett square have the genotype FF or Ff.
Brown fur is the recessive allele's version of the fur color trait. A rabbit with the recessive version of the fur color trait must have only recessive alleles for the fur color gene. So, offspring with brown fur must have the genotype ff.
There are 0 boxes in the Punnett square with the genotype ff.
So, the expected ratio of offspring with black fur to offspring with brown fur is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with black fur. This cross is expected to never produce offspring with brown fur.
|
|
Is plastic a mineral?
|
[
"yes",
"no"
] | 1 |
Plastic has the following properties:
solid
no fixed crystal structure
not a pure substance
made in a factory
|
yes or no
|
grade6
|
natural science
|
earth-science
|
Rocks and minerals
|
Identify rocks and minerals
|
Properties are used to identify different substances. Minerals have the following properties:
It is a solid.
It is formed in nature.
It is not made by organisms.
It is a pure substance.
It has a fixed crystal structure.
If a substance has all five of these properties, then it is a mineral.
Look closely at the last three properties:
A mineral is not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.
Humans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.
A mineral is a pure substance.
A pure substance is made of only one type of matter. All minerals are pure substances.
A mineral has a fixed crystal structure.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.
|
Plastic does not have all the properties of a mineral. So, plastic is not a mineral.
|
|
Not supported with pagination yet |
Which tense does the sentence use?
Tracy and Paul skated in the park.
|
[
"present tense",
"future tense",
"past tense"
] | 2 |
closed choice
|
grade2
|
language science
|
verbs
|
Verb tense
|
Is the sentence in the past, present, or future tense?
|
Present tense verbs tell you about something that is happening now.
Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
Past tense verbs tell you about something that has already happened.
Most past-tense verbs are regular. They end in -ed.
Some verbs are irregular in the past tense. You must remember their past-tense forms.
Future tense verbs tell you about something that is going to happen.
All future-tense verbs use the word will.
Present | Past | Future
walk, walks | walked | will walk
go, goes | went | will go
|
The sentence is in past tense. You can tell because it uses a past-tense verb, skated. The verb ends in -ed and tells you about something that has already happened.
|
|
Not supported with pagination yet |
How long does it take to mow the lawn?
|
[
"43 minutes",
"43 seconds"
] | 0 |
Select the better estimate.
|
closed choice
|
grade3
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose units of time
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds?
The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing.
Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven.
There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute.
There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.
|
The better estimate for how long it takes to mow the lawn is 43 minutes.
43 seconds is too fast.
|
Which animal is also adapted to be camouflaged among green leaves?
|
[
"emerald tree boa",
"black widow spider"
] | 0 |
Green silver-lines are a type of moth. They are found in Asia and Europe. The is adapted to be camouflaged among green leaves.
Figure: green silver-line.
|
closed choice
|
grade3
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: skins and body coverings
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.
|
Look at the picture of the green silver-line.
The green silver-line has a green body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in.
Now look at each animal. Figure out which animal has a similar adaptation.
The emerald tree boa has bright green scales covering its body. It is adapted to be camouflaged among green leaves.
The black widow spider has a red-and-black body. It is not adapted to be camouflaged among green leaves.
|
|
Which solution has a higher concentration of green particles?
|
[
"neither; their concentrations are the same",
"Solution A",
"Solution B"
] | 2 |
The diagram below is a model of two solutions. Each green ball represents one particle of solute.
|
closed choice
|
grade7
|
natural science
|
chemistry
|
Solutions
|
Compare concentrations of solutions
|
A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
|
In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.
Use the concentration formula to find the number of green particles per milliliter.
Solution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.
|
|
Which property do these four objects have in common?
|
[
"salty",
"stretchy",
"shiny"
] | 1 |
Select the best answer.
|
closed choice
|
grade5
|
natural science
|
physics
|
Materials
|
Compare properties of objects
|
An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.
|
Look at each object.
For each object, decide if it has that property.
A shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The wool hat is not shiny.
Potato chips have a salty taste. The balloon is not salty.
A stretchy object gets longer when you pull on it. All four objects are stretchy.
The property that all four objects have in common is stretchy.
|
|
Not supported with pagination yet |
Which closing is correct for a letter?
|
[
"Your student,\nAngie",
"your student,\nAngie"
] | 0 |
closed choice
|
grade4
|
language science
|
punctuation
|
Formatting
|
Greetings and closings of letters
|
A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory
|
The second closing is correct:
Its first word is capitalized, and it ends with a comma.
|
|
Not supported with pagination yet |
Which of the following contains a vague pronoun reference?
|
[
"Mrs. Patterson told her assistant to book a flight to Lowell immediately.",
"Mrs. Patterson informed her assistant that she had to book a flight to Seoul immediately."
] | 1 |
closed choice
|
grade11
|
language science
|
writing-strategies
|
Pronouns
|
Identify vague pronoun references
|
When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes.
|
The second answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Patterson or her assistant.
Mrs. Patterson informed her assistant that she had to book a flight to Seoul immediately.
The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
Mrs. Patterson told her assistant to book a flight to Lowell immediately.
|
|
Which of the following could Lee's test show?
|
[
"which design would have the least traffic noise in the concert area",
"if at least 20% of the park would be shaded by trees in each design",
"which design would have the greatest distance between the concert area and the road"
] | 2 |
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Lee was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Lee thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.
Figure: studying an architect's design.
|
closed choice
|
grade8
|
natural science
|
science-and-engineering-practices
|
Engineering practices
|
Evaluate tests of engineering-design solutions
|
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.
| ||
Not supported with pagination yet |
Which is a complete sentence?
|
[
"Reads about many kinds of plants and animals.",
"The class chuckles at Ms. Horton's joke."
] | 1 |
closed choice
|
grade3
|
language science
|
writing-strategies
|
Sentences, fragments, and run-ons
|
Is it a complete sentence, a fragment, or a run-on?
|
A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
My friends walk along the path.
A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb.
Knows the answer.
This is a sentence fragment. It is missing a subject.
Who knows the answer? She knows the answer.
The bright red car.
This is a sentence fragment. It is missing a verb.
What did the bright red car do? The bright red car stopped.
A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
I knocked on the door it opened.
It started raining, we ran inside.
To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
I knocked on the door. It opened.
It started raining. We ran inside.
You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
I knocked on the door, and it opened.
It started raining, so we ran inside.
|
The class chuckles at Ms. Horton's joke is a complete sentence. The subject is the class, and the verb is chuckles.
|
|
Which term matches the picture?
|
[
"kinetic energy",
"potential energy"
] | 1 |
Read the text.
There are two kinds of energy: kinetic and potential. Kinetic energy is the energy of a moving object. Wind and flowing water both have kinetic energy. Another type of energy is potential energy. There are different types of potential energy. You can think of potential energy as kinds of stored energy. For example, a compressed spring has elastic potential energy. If it doesn't have something holding it down, its energy will be released and it will spring forward.
|
closed choice
|
grade6
|
language science
|
vocabulary
|
Context clues
|
Determine the meaning of domain-specific words with pictures
|
Potential energy is stored energy that is not yet being used. The rubber band of a pulled-back slingshot has potential energy. It could be released, causing it to propel forward.
|
||
Not supported with pagination yet |
Which greeting is correct for a letter?
|
[
"Dear grandma Susan,",
"Dear Grandma Susan,"
] | 1 |
closed choice
|
grade4
|
language science
|
punctuation
|
Formatting
|
Greetings and closings of letters
|
A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory
|
The second greeting is correct:
Its first word is capitalized, and it ends with a comma. Grandma Susan is capitalized because it is a proper noun.
|
|
Not supported with pagination yet |
Suppose Hanson decides to go as a superhero. Which result would be a cost?
|
[
"Hanson will give up the chance to wear the costume he is more excited about.",
"Hanson will save some time and money. He won't have to go out and get a new costume."
] | 0 |
Hanson is deciding whether to go as a vampire or a superhero to a costume party. He would rather go as a vampire. But he already has a superhero costume.
|
closed choice
|
grade5
|
social science
|
economics
|
Basic economic principles
|
Costs and benefits
|
Before you decide to do something, it is often helpful to list costs and benefits.
Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.
|
This result is a cost. It involves giving up or spending something that Hanson wants or needs:
Hanson will give up the chance to wear the costume he is more excited about.
|
Not supported with pagination yet |
Which change best matches the sentence?
Small pieces of dust and rock are blown away by wind.
|
[
"erosion",
"deposition",
"meteorite crash"
] | 0 |
closed choice
|
grade3
|
natural science
|
earth-science
|
Earth events
|
Classify changes to Earth's surface II
| |||
Which of the following organisms is the primary consumer in this food web?
|
[
"bobcat",
"pine vole",
"silver maple",
"black racer"
] | 1 |
Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.
|
closed choice
|
grade7
|
natural science
|
biology
|
Ecological interactions
|
Interpret food webs I
|
A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.
|
Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.
The silver maple does not have any arrows pointing to it. So, the silver maple is not a primary consumer.
The beaver has an arrow pointing to it from the silver maple. The silver maple is a producer, so the beaver is a primary consumer.
The pine vole has an arrow pointing to it from the persimmon tree. The persimmon tree is a producer, so the pine vole is a primary consumer.
The bobcat has arrows pointing to it from the beaver and the gray fox. Neither the beaver nor the gray fox is a producer, so the bobcat is not a primary consumer.
The black racer has an arrow pointing to it from the pine vole. The pine vole is not a producer, so the black racer is not a primary consumer.
|
|
Not supported with pagination yet |
Based on this information, what is this fruit fly's genotype for the wing type gene?
|
[
"Nn",
"normal wings"
] | 0 |
This passage describes the wing type trait in fruit flies:
In a group of fruit flies, some individuals have normal wings and others have vestigial wings. In this group, the gene for the wing type trait has two alleles. The allele N is for normal wings, and the allele n is for vestigial wings.
A certain fruit fly from this group has normal wings. This fly has one allele for normal wings and one allele for vestigial wings.
|
closed choice
|
grade8
|
natural science
|
biology
|
Genes to traits
|
Genetics vocabulary: genotype and phenotype
|
All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
|
An organism's genotype for a gene is its combination of alleles for that gene. The fruit fly has one allele for normal wings (N) and one allele for vestigial wings (n). So, the fly's genotype for the wing type gene is Nn.
|
Not supported with pagination yet |
Which text uses the word travesty in its traditional sense?
|
[
"Kimi thought it a travesty that her local news network provided only limited coverage of the presidential debates.",
"Kimi was upset about the local news network's coverage of the presidential debates, calling it a travesty of reporting that undermined important issues."
] | 1 |
closed choice
|
grade10
|
language science
|
writing-strategies
|
Word usage and nuance
|
Explore words with new or contested usages
|
Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it.
|
The first text uses travesty in its traditional sense: a ridiculous imitation; a parody.
Kimi was upset about the local news network's coverage of the presidential debates, calling it a travesty of reporting that undermined important issues.
The second text uses travesty in its nontraditional sense: a disappointment or a tragedy.
Kimi thought it a travesty that her local news network provided only limited coverage of the presidential debates.
Most style guides recommend to use the traditional sense of the word travesty because it is considered more standard.
|
|
Which of the following could Ruben's test show?
|
[
"if at least 20% of the park would be shaded by trees in each design",
"which design would have the least traffic noise in the concert area",
"which design would have the greatest distance between the concert area and the road"
] | 2 |
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Ruben was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Ruben thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.
Figure: studying an architect's design.
|
closed choice
|
grade7
|
natural science
|
science-and-engineering-practices
|
Engineering practices
|
Evaluate tests of engineering-design solutions
|
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.
| ||
Select the organism in the same genus as the Chinese alligator.
|
[
"Ulex europaeus",
"Alligator sinensis",
"Miscanthus sinensis"
] | 1 |
This organism is a Chinese alligator. Its scientific name is Alligator sinensis.
|
closed choice
|
grade8
|
natural science
|
biology
|
Classification and scientific names
|
Use scientific names to classify organisms
|
Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
|
A Chinese alligator's scientific name is Alligator sinensis. The first word of its scientific name is Alligator.
This organism and the Chinese alligator are in the same genus and the same species! Both organisms have the same scientific name, Alligator sinensis.
Ulex europaeus is in the genus Ulex. The first word of its scientific name is Ulex. So, Ulex europaeus and Alligator sinensis are not in the same genus.
Miscanthus sinensis and Alligator sinensis are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Miscanthus sinensis and Alligator sinensis have the same species name within their genus, sinensis. But the first words of their scientific names are different. Miscanthus sinensis is in the genus Miscanthus, and Alligator sinensis is in the genus Alligator.
|
|
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
|
[
"The magnitude of the magnetic force is greater in Pair 2.",
"The magnitude of the magnetic force is the same in both pairs.",
"The magnitude of the magnetic force is greater in Pair 1."
] | 2 |
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
|
closed choice
|
grade5
|
natural science
|
physics
|
Magnets
|
Compare magnitudes of magnetic forces
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.
|
The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.
There is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.
|
|
Not supported with pagination yet |
Which sentence uses a metaphor?
|
[
"Our boots were muddy pig's hooves.",
"Our boots were as muddy as a pig's hooves."
] | 0 |
closed choice
|
grade5
|
language science
|
figurative-language
|
Literary devices
|
Identify similes and metaphors
|
Similes and metaphors are figures of speech that compare two things that are not actually alike.
A simile compares two things by saying that one is like the other. Similes often use the words like and as.
My sister runs like a cheetah.
The sister's running and a cheetah's running are compared using the word like.
A cheetah is known for running fast, so the simile means that the sister also runs fast.
The cat's fur was as dark as the night.
The cat's fur and the night are compared using the word as.
The night is dark, so the simile means that the cat's fur is also dark.
A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
The snow formed a blanket over the town.
The snow and a blanket are compared without the word like or as.
A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
Using similes and metaphors in your writing can help you create an interesting picture for the reader.
|
This sentence uses a metaphor:
Our boots were muddy pig's hooves.
The words boots and pig's hooves are compared without the word like or as.
This sentence uses a simile:
Our boots were as muddy as a pig's hooves.
The words boots and pig's hooves are compared using the word as.
|
|
Which solution has a higher concentration of purple particles?
|
[
"Solution B",
"neither; their concentrations are the same",
"Solution A"
] | 2 |
The diagram below is a model of two solutions. Each purple ball represents one particle of solute.
|
closed choice
|
grade8
|
natural science
|
chemistry
|
Solutions
|
Compare concentrations of solutions
|
A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
|
In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.
Use the concentration formula to find the number of purple particles per milliliter.
Solution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.
|
|
What is the capital of Colorado?
|
[
"Colorado Springs",
"Phoenix",
"Denver",
"Boulder"
] | 2 |
closed choice
|
grade4
|
social science
|
geography
|
State capitals
|
Identify the 50 state capitals
|
Denver is the capital of Colorado.
|
|||
Not supported with pagination yet |
Which word would you find on a dictionary page with the following guide words?
peel - plane
|
[
"pumpkin",
"pin"
] | 1 |
closed choice
|
grade3
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.
|
Put the words in alphabetical order.
Since pin is between the guide words peel - plane, it would be found on that page.
|
|
What is the capital of North Dakota?
|
[
"Lansing",
"Fargo",
"Springfield",
"Bismarck"
] | 3 |
closed choice
|
grade3
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Midwest
|
Bismarck is the capital of North Dakota.
|
|||
Not supported with pagination yet |
What is the volume of a car's gas tank?
|
[
"37 liters",
"37 milliliters"
] | 0 |
Select the better estimate.
|
closed choice
|
grade4
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose metric units of volume
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Volume is a measurement of how much space something takes up.
There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.
|
The better estimate for the volume of a car's gas tank is 37 liters.
37 milliliters is too little.
|
Is the water in a fishbowl a solid or a liquid?
|
[
"a solid",
"a liquid"
] | 1 |
closed choice
|
grade2
|
natural science
|
physics
|
States of matter
|
Classify matter as solid or liquid
|
Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid.
|
The water in a fishbowl is a liquid. A liquid takes the shape of any container it is in.
If you pour water from a fishbowl into a different container, the water will take the shape of that container. But the water will still take up the same amount of space.
|
||
Complete the sentence.
The Taupo Volcanic Zone formed at a () boundary.
|
[
"convergent",
"transform",
"divergent"
] | 0 |
Read the passage and look at the picture.
The Taupo Volcanic Zone is located on New Zealand’s North Island. This volcanic zone is part of a volcanic arc that formed as the Pacific Plate moved toward and subducted below the Indo-Australian Plate. This area has many volcanoes that have been erupting periodically for thousands of years. In 232 CE, Taupo Volcano erupted violently. The volcanic eruption ejected gas and rock up to 80 kilometers away. This was one of the most powerful volcanic eruptions on Earth in the last 12,000 years!
|
closed choice
|
grade8
|
natural science
|
earth-science
|
Plate tectonics
|
Describe tectonic plate boundaries around the world
|
The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:
At a divergent boundary, two plates are moving away from each other.
At a transform boundary, two plates are sliding past each other.
At a convergent boundary, two plates are moving toward each other.
ocean-continent subduction zone
One type of convergent boundary is an ocean-continent subduction zone, which forms when a plate with oceanic crust and a plate with continental crust move toward each other. The oceanic crust subducts, or sinks, below the continental crust.
As the oceanic crust subducts, a deep-sea trench forms at the plate boundary. Some rock in the subducting plate melts into magma and rises toward the surface. The magma cools and hardens to create a string of volcanoes called a volcanic arc.
|
To figure out what type of plate boundary formed the Taupo Volcanic Zone, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.
The Taupo Volcanic Zone is located on New Zealand’s North Island. This volcanic zone is part of a volcanic arc that formed as the Pacific Plate moved toward and subducted below the Indo-Australian Plate. This area has many volcanoes that have been erupting periodically for thousands of years. In 232 CE, Taupo Volcano erupted violently. The volcanic eruption ejected gas and rock up to 80 kilometers away. This was one of the most powerful volcanic eruptions on Earth in the last 12,000 years!
The underlined part of the passage explains that the Taupo Volcanic Zone formed as the two plates moved toward each other. So, the Taupo Volcanic Zone formed at a convergent boundary.
|
|
Not supported with pagination yet |
Which text uses the word terribly in its traditional sense?
|
[
"Danny shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent.",
"Danny shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent."
] | 1 |
closed choice
|
grade9
|
language science
|
writing-strategies
|
Word usage and nuance
|
Explore words with new or contested usages
|
Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it.
|
The second text uses terribly in its traditional sense: in a terrible manner.
Danny shivered terribly as he gazed at the snow-clad slope. After calming his nerves, he began his descent.
The first text uses terribly in its nontraditional sense: extremely; very.
Danny shivered as he gazed at the terribly steep, snowy slope. After calming his nerves, he began his descent.
Most style guides recommend to use the traditional sense of the word terribly because it is considered more standard.
|
|
Which of these continents does the equator intersect?
|
[
"North America",
"Africa",
"Antarctica"
] | 1 |
closed choice
|
grade4
|
social science
|
geography
|
Maps
|
Use lines of latitude and longitude
|
Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.
|
The equator is the line at 0° latitude. It intersects Africa. It does not intersect North America or Antarctica.
|
||
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
|
[
"The magnetic force is stronger in Pair 2.",
"The strength of the magnetic force is the same in both pairs.",
"The magnetic force is stronger in Pair 1."
] | 2 |
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
|
closed choice
|
grade3
|
natural science
|
physics
|
Magnets
|
Compare strengths of magnetic forces
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.
|
Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.
|
|
What is the expected ratio of offspring that have albinism to offspring that do not have albinism? Choose the most likely ratio.
|
[
"2:2",
"1:3",
"3:1",
"0:4",
"4:0"
] | 1 |
This passage describes the albinism trait in rats:
Albinism is a trait in many animals that prevents the production of melanin. Melanin is a pigment that colors the skin, eyes, hair, and other body parts. The more melanin an animal has, the darker its body parts are. Rats with albinism lack melanin, so they often have white fur and pink eyes.
In a group of rats, some individuals have albinism and others do not. In this group, the gene for the albinism trait has two alleles. The allele for not having albinism (A) is dominant over the allele for having albinism (a).
This Punnett square shows a cross between two rats.
|
closed choice
|
grade8
|
natural science
|
biology
|
Genes to traits
|
Use Punnett squares to calculate ratios of offspring types
|
Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
| F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
|
To determine how many boxes in the Punnett square represent offspring that do or do not have albinism, consider whether each phenotype is the dominant or recessive allele's version of the albinism trait. The question tells you that the A allele, which is for not having albinism, is dominant over the a allele, which is for having albinism.
Having albinism is the recessive allele's version of the albinism trait. A rat with the recessive version of the albinism trait must have only recessive alleles for the albinism gene. So, offspring that have albinism must have the genotype aa.
There is 1 box in the Punnett square with the genotype aa. This box is highlighted below.
Not having albinism is the dominant allele's version of the albinism trait. A rat with the dominant version of the albinism trait must have at least one dominant allele for the albinism gene. So, offspring that do not have albinism must have the genotype AA or Aa.
There are 3 boxes in the Punnett square with the genotype AA or Aa. These boxes are highlighted below.
So, the expected ratio of offspring that have albinism to offspring that do not have albinism is 1:3. This means that, on average, this cross will produce 1 offspring that have albinism for every 3 offspring that do not have albinism.
|
|
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
|
[
"The strength of the magnetic force is the same in both pairs.",
"The magnetic force is weaker in Pair 1.",
"The magnetic force is weaker in Pair 2."
] | 0 |
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
|
closed choice
|
grade4
|
natural science
|
physics
|
Magnets
|
Compare strengths of magnetic forces
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
|
Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.
|
|
Will these magnets attract or repel each other?
|
[
"repel",
"attract"
] | 1 |
Two magnets are placed as shown.
|
closed choice
|
grade5
|
natural science
|
physics
|
Magnets
|
Identify magnets that attract or repel
|
Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.
Magnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).
Here are some examples of magnets. Their poles are shown in different colors and labeled.
Whether a magnet attracts or repels other magnets depends on the positions of its poles.
If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
|
To predict if these magnets will attract or repel, look at which poles are closest to each other.
The north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.
|
|
Not supported with pagination yet |
Which block of copper has a lower temperature?
|
[
"the block of copper with less thermal energy",
"the block of copper with more thermal energy"
] | 0 |
Two 9-kilogram blocks of copper are identical except for their thermal energies.
|
closed choice
|
grade6
|
natural science
|
physics
|
Thermal energy
|
How are temperature and mass related to thermal energy?
|
Matter is made of tiny particles called atoms. Atoms are always moving.
The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
Temperature measures how hot or cold matter is. If the atoms in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature.
What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy.
|
The two blocks of copper are made of the same material and have the same mass. So, the block of copper with less thermal energy has a lower temperature.
|
Select the amphibian below.
|
[
"fruit bat",
"fire salamander",
"box turtle",
"gharial"
] | 1 |
Amphibians have moist skin and begin their lives in water.
Amphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A cane toad is an example of an amphibian.
|
closed choice
|
grade4
|
natural science
|
biology
|
Classification
|
Identify mammals, birds, fish, reptiles, and amphibians
|
Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.
|
A fire salamander is an amphibian. It has moist skin and begins its life in water.
Fire salamanders can release poison from their skin. This poison helps protect them from predators.
A gharial is a reptile. It has scaly, waterproof skin.
Gharials are a type of crocodile. Gharials live near rivers and eat fish.
A box turtle is a reptile. It has scaly, waterproof skin.
Box turtles can live to be over 100 years old!
A fruit bat is a mammal. It has hair and feeds its young milk.
Fruit bats eat fruit and drink nectar from flowers. They have special teeth to help them bite through fruit skins.
|
|
In this food web, which organism contains matter that eventually moves to the earthworm?
|
[
"Arctic fox",
"mushroom",
"grizzly bear",
"lichen"
] | 0 |
Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.
|
closed choice
|
grade7
|
natural science
|
biology
|
Ecological interactions
|
Interpret food webs II
|
A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.
|
Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.There is one path matter can take from the Arctic fox to the earthworm: Arctic fox->earthworm. mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the mushroom to the earthworm.. grizzly bear. The only arrow pointing from the grizzly bear leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the grizzly bear to the earthworm.. lichen. The only arrow pointing from the lichen leads to the barren-ground caribou. There are two arrows pointing from the barren-ground caribou to other organisms. One arrow points to the grizzly bear. The only arrow pointing from the grizzly bear leads to the mushroom. The other arrow pointing from the barren-ground caribou leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the lichen to the earthworm.. There is one path matter can take from the rough-legged hawk to the earthworm: rough-legged hawk->earthworm.
|
|
Which ocean is highlighted?
|
[
"the Indian Ocean",
"the Arctic Ocean",
"the Pacific Ocean",
"the Atlantic Ocean"
] | 0 |
closed choice
|
grade6
|
social science
|
geography
|
Physical Geography
|
Oceans and continents
|
Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.
|
This is the Indian Ocean.
|
||
Which of the following could Eli's test show?
|
[
"how long it would take the sample fabric to dry after it absorbed one drop of water",
"how much athletes would sweat in the fabric",
"if the sample fabric would absorb one drop of water in less than one second"
] | 0 |
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Eli, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Eli thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water.
|
closed choice
|
grade7
|
natural science
|
science-and-engineering-practices
|
Engineering practices
|
Evaluate tests of engineering-design solutions
|
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.
| ||
Not supported with pagination yet |
Select the living thing.
|
[
"banana tree",
"yo-yo",
"Mount Rushmore National Memorial",
"candle"
] | 0 |
closed choice
|
grade4
|
natural science
|
biology
|
Classification
|
Identify living and nonliving things
|
All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense.
|
A banana tree is a living thing.
Banana trees grow and respond to their environment. They need food and water. Banana trees are made up of many cells.
Banana trees are plants. They make their own food using water, carbon dioxide, and energy from sunlight.
A candle is not a living thing.
A candle does not have all the traits of a living thing. It gives off light and heat, but it does not need food or water to survive.
Mount Rushmore National Memorial is not a living thing.
The Mount Rushmore National Memorial is a sculpture of four American presidents: George Washington, Thomas Jefferson, Theodore Roosevelt, and Abraham Lincoln. The sculpture does not have all the traits of a living thing. It does not grow or respond to the world around it. It does not need food or water.
A yo-yo is not a living thing.
Yo-yos do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
|
|
Not supported with pagination yet |
Which logical fallacy is used in the text?
My pediatrician says we should stop letting little Raymond eat so much candy, but what does she know? She's never been a mother.
|
[
"bandwagon fallacy: the assumption that the popular choice is automatically correct",
"ad hominem: an attack against the person making the argument, rather than the argument itself",
"slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences"
] | 1 |
closed choice
|
grade12
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Classify logical fallacies
|
A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | an attack against the person making the argument, rather than the argument itself
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a broad claim based on too few observations
slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
|
The text argues that a non-parent isn't allowed to give advice about children's diets. This is a personal attack on the pediatrician that isn't relevant to whether her professional advice is valid. This illustrates a type of logical fallacy known as ad hominem.
|
|
Not supported with pagination yet |
Which is a simple sentence?
|
[
"Mr. Hoffman cleans the chimney, and Mrs. Hoffman washes the car.",
"Roosters have large combs on top of their heads."
] | 1 |
closed choice
|
grade3
|
language science
|
grammar
|
Sentences, fragments, and run-ons
|
Is the sentence simple or compound?
|
A simple sentence is a sentence with only one subject and predicate.
The pitcher threw the ball to first base.
A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
The pitcher threw the ball, and the batter hit it.
Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
Anna and James will watch the fireworks tonight.
This simple sentence has a compound subject, Anna and James.
The singers bowed and walked off the stage.
This simple sentence has a compound predicate, bowed and walked off the stage.
Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
In the winter, Farmer Ben wears his heavy coat.
This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter.
|
The second sentence is the simple sentence. It has one subject and predicate.
Roosters have large combs on top of their heads.
|
|
What is the capital of Kansas?
|
[
"Wichita",
"Kansas City",
"Columbus",
"Topeka"
] | 3 |
closed choice
|
grade4
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Midwest
|
Topeka is the capital of Kansas.
|
|||
During this time, thermal energy was transferred from () to ().
|
[
"each salmon . . . the surroundings",
"the surroundings . . . each salmon"
] | 1 |
Zachary lit the charcoal in his grill to cook two identical salmon. He put one fish on the left half of the grill and one fish on the right half of the grill. This table shows how the temperature of each salmon changed over 6minutes.
|
closed choice
|
grade7
|
natural science
|
physics
|
Thermal energy
|
Compare thermal energy transfers
|
A change in an object's temperature indicates a change in the object's thermal energy:
An increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.
A decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.
|
The temperature of each salmon increased, which means that the thermal energy of each salmon increased. So, thermal energy was transferred from the surroundings to each salmon.
|
|
Not supported with pagination yet |
Is the following trait inherited or acquired?
Sue can ride a bicycle.
|
[
"acquired",
"inherited"
] | 0 |
Hint: Riding a bike well takes practice.
|
closed choice
|
grade3
|
natural science
|
biology
|
Heredity
|
Identify inherited and acquired traits
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.
|
People are not born knowing how to ride a bicycle. Instead, many people learn how to ride. So, riding a bicycle is an acquired trait.
|
Not supported with pagination yet |
Is this a sentence fragment?
Using instruments called geophones, scientists measuring seismic waves caused by traffic to learn how urban life affects the earth.
|
[
"no",
"yes"
] | 1 |
yes or no
|
grade12
|
language science
|
writing-strategies
|
Sentences, fragments, and run-ons
|
Identify sentence fragments
|
A sentence is a group of words that expresses a complete thought.
The band I'm in has been rehearsing daily because we have a concert in two weeks.
A sentence fragment is a group of words that does not express a complete thought.
Rehearsing daily because we have a concert in two weeks.
This fragment is missing a subject. It doesn't tell who is rehearsing.
The band I'm in.
This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
Because we have a concert in two weeks.
This fragment is missing an independent clause. It doesn't tell what happened because of the concert.
|
This is a sentence fragment. It does not express a complete thought.
Using instruments called geophones, scientists measuring seismic waves caused by traffic to learn how urban life affects the earth.
Here is one way to fix the sentence fragment:
Using instruments called geophones, scientists have been measuring seismic waves caused by traffic to learn how urban life affects the earth.
|
|
Not supported with pagination yet |
Complete the sentence.
Liquid tree resin hardening into amber is a ().
|
[
"chemical change",
"physical change"
] | 0 |
closed choice
|
grade5
|
natural science
|
chemistry
|
Physical and chemical change
|
Compare physical and chemical changes
|
Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water.
|
Tree resin hardening into amber is a chemical change. Heat and pressure over a long period of time can turn tree resin into amber. Amber is a different type of matter than resin.
|
|
Which of the following could Tanvi's test show?
|
[
"whether producing more insulin would help the bacteria grow faster",
"whether she added enough nutrients to help the bacteria produce 20% more insulin",
"whether different types of bacteria would need different nutrients to produce insulin"
] | 1 |
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Tanvi was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Tanvi gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.
|
closed choice
|
grade8
|
natural science
|
science-and-engineering-practices
|
Engineering practices
|
Evaluate tests of engineering-design solutions
|
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.
| ||
Not supported with pagination yet |
Which is a run-on sentence?
|
[
"The curious girl looked into the damp cellar.",
"Our car was stuck in traffic, we were late."
] | 1 |
closed choice
|
grade3
|
language science
|
writing-strategies
|
Sentences, fragments, and run-ons
|
Is it a complete sentence or a run-on?
|
A sentence is a group of words that forms a complete thought. It has both a subject and a verb.
My friends walk along the path.
A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
I knocked on the door it opened.
It started raining, we ran inside.
To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.
I knocked on the door. It opened.
It started raining. We ran inside.
You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
I knocked on the door, and it opened.
It started raining, so we ran inside.
|
Our car was stuck in traffic, we were late is a run-on sentence. It has two sentences that are joined by just a comma: Our car was stuck in traffic and We were late.
|
|
Is a plate a solid or a liquid?
|
[
"a liquid",
"a solid"
] | 1 |
closed choice
|
grade2
|
natural science
|
physics
|
States of matter
|
Classify matter as solid or liquid
|
Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a shape of its own.
Some solids can be bent or broken easily. Others are hard to bend or break.
A glass cup is a solid. A sock is also a solid.
When matter is a liquid, it takes the shape of its container.
Think about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.
Juice is a liquid. Honey is also a liquid.
|
A plate is a solid. If someone drops a plate, it may break into pieces. But each piece will still have a size and shape of its own.
|
||
Not supported with pagination yet |
Read the following excerpt from a student essay. How can the writer best improve his or her ideas and development?
Asthma is a lung condition that makes it difficult to breathe. When people have asthma, their breathing passages can become inflamed, swelling up and filling with mucus. Emphysema is another lung disease that makes people short of breath. In people with asthma, inflamed airways become sensitive to smoke and dust, and as a result, the muscles of the airway can tighten up. All of these things make the passages narrow, so it's hard for air to move through. As a result, people with asthma sometimes have a hard time breathing.
|
[
"by including more details to support the main idea",
"by clearly stating the main idea",
"by removing information unrelated to the main idea"
] | 2 |
closed choice
|
grade11
|
language science
|
writing-strategies
|
Editing and revising
|
Suggest appropriate revisions
|
During peer review, you read and respond to a fellow student's writing. While there are many methods and strategies that you can use for reviewing a text, it is generally helpful to frame your suggestions in concrete and constructive ways and to consider the following areas for revision:
Ideas and development: Does the writer express a clear idea and develop it with evidence, examples, or analysis?
Organization: Does the writer order ideas in a clear, logical way so that they build on one another and are easy to follow?
Voice: Does the writer maintain an appropriate voice, such as a formal and objective voice in an academic essay or an engaging and expressive voice in a narrative essay?
Sentence fluency: Does the writer use sentences that vary in structure and length to create a sense of rhythm and flow within and between sentences, or does the writing sound choppy, rambling, or repetitive?
Word choice: Does the writer use words accurately and precisely to create clear, effective, and engaging writing?
Grammar and mechanics: Does the writer follow appropriate conventions, using accurate spelling, punctuation, and grammar to create writing that is correct and easy to read?
|
The writer could best improve his or her ideas and development by removing information unrelated to the main idea.
For example, the writer could remove the underlined text and focus only on the main idea: how asthma affects breathing.
Asthma is a lung condition that makes it difficult to breathe. When people have asthma, their breathing passages can become inflamed, swelling up and filling with mucus. Emphysema is another lung disease that makes people short of breath. In people with asthma, inflamed airways become sensitive to smoke and dust, and as a result, the muscles of the airway can tighten up. All of these things make the passages narrow, so it's hard for air to move through. As a result, people with asthma sometimes have a hard time breathing.
|
|
Not supported with pagination yet |
Which word would you find on a dictionary page with the following guide words?
erosion - eyebrow
|
[
"exert",
"enrage"
] | 0 |
closed choice
|
grade4
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.
|
Put the words in alphabetical order.
Since exert is between the guide words erosion - eyebrow, it would be found on that page.
|
|
Does this passage describe the weather or the climate?
|
[
"weather",
"climate"
] | 0 |
Figure: Munich.
Munich, a city in Germany, received heavy snow on November 22, 1999.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
|
closed choice
|
grade4
|
natural science
|
earth-science
|
Weather and climate
|
Weather and climate around the world
|
The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
|
Read the passage carefully.
Munich, a city in Germany, received heavy snow on November 22, 1999.
This passage tells you about the snowfall in Munich on November 22, 1999. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.
|
|
Not supported with pagination yet |
Would you find the word direction on a dictionary page with the following guide words?
dangle - drift
|
[
"no",
"yes"
] | 1 |
yes or no
|
grade6
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.
|
Put the words in alphabetical order.
Since direction is between the guide words dangle - drift, it would be found on that page.
|
|
Complete the text.
The Abbasid (uh-BAH-sid) Caliphate started to rule around () years after the death of Muhammad. The Abbasid caliphs came to power during the Abbasid Revolution, when many different people were unhappy with the way the () caliphs before them ruled.
|
[
"70 . . . Umayyad",
"120 . . . Umayyad",
"120 . . . Rightly Guided",
"70 . . . Rightly Guided"
] | 1 |
The first empires ruled by Muslim leaders are called caliphates (KAY-lif-ayts). A caliphate was meant to be the main religious and political empire for the Muslim community at that time. Caliphates were ruled by leaders called caliphs (KAY-lifs).
There have been many competing caliphates in history. Look at the timeline of some of the earliest caliphates. Then complete the text below.
|
closed choice
|
grade6
|
social science
|
world-history
|
Islamic empires
|
Early Islamic caliphates
|
Look at the table showing the events from the timeline:
632 Muhammad, the founder and most important prophet in the religion of Islam, dies.
632–685 The first four caliphs, called the Rightly Guided Caliphs, rule.
685–750 The Umayyad Caliphate rules.
750–945 The Abbasid Caliphate rules.
910 The Fatimid Caliphate begins in North Africa.
According to the table, Muhammad, the founder of Islam, died in 632. The table also shows that the Abbasid Caliphate started to rule around the year 750. To calculate how many years are between 750 and 632, use subtraction:
So, the Abbasid Caliphate started to rule in 750, around 120 years after the death of Muhammad in 632. The timeline also shows that the Abbasids came to power after the Abbasid Revolution, which ended the Umayyad Caliphate.
|
||
What is the expected ratio of offspring with a hairless body to offspring with a hairy body? Choose the most likely ratio.
|
[
"3:1",
"4:0",
"0:4",
"2:2",
"1:3"
] | 3 |
In a group of deer mice, some individuals have a hairy body and others have a hairless body. In this group, the gene for the body hair trait has two alleles. The allele for a hairless body (b) is recessive to the allele for a hairy body (B).
This Punnett square shows a cross between two deer mice.
|
closed choice
|
grade8
|
natural science
|
biology
|
Genes to traits
|
Use Punnett squares to calculate ratios of offspring types
|
Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
| F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
|
To determine how many boxes in the Punnett square represent offspring with a hairless body or a hairy body, consider whether each phenotype is the dominant or recessive allele's version of the body hair trait. The question tells you that the b allele, which is for a hairless body, is recessive to the B allele, which is for a hairy body.
A hairless body is the recessive allele's version of the body hair trait. A deer mouse with the recessive version of the body hair trait must have only recessive alleles for the body hair gene. So, offspring with a hairless body must have the genotype bb.
There are 2 boxes in the Punnett square with the genotype bb. These boxes are highlighted below.
A hairy body is the dominant allele's version of the body hair trait. A deer mouse with the dominant version of the body hair trait must have at least one dominant allele for the body hair gene. So, offspring with a hairy body must have the genotype BB or Bb.
There are 2 boxes in the Punnett square with the genotype BB or Bb. These boxes are highlighted below.
So, the expected ratio of offspring with a hairless body to offspring with a hairy body is 2:2. This means that, on average, this cross will produce 2 offspring with a hairless body for every 2 offspring with a hairy body.
|
|
Not supported with pagination yet |
Using only these supplies, which question can Carla investigate with an experiment?
|
[
"When placed in the sun, will eight ounces of water in a closed jar or eight ounces of water in an open jar get warmer?",
"When placed in the sun, will eight ounces of water in a glass jar or eight ounces of water in a plastic cup get warmer?",
"Will eight ounces of carbonated water or eight ounces of tap water get warmer when placed in a jar in the sun?"
] | 0 |
Carla leaves a glass jar of cold tea outside in full sunlight. When she goes to get it, she notices that the tea is warm. She wonders what factors affect how warm a liquid gets from sitting in the sunlight. So, she decides to design an experiment. She has the following supplies available:
two identical glass jars
two jar lids
tap water
a measuring cup
two thermometers
|
closed choice
|
grade6
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify questions that can be investigated with a set of materials
|
Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!
| |
Not supported with pagination yet |
Which expression of condolence is more formal?
|
[
"I am sorry to hear that your pet fish died.",
"I'm sorry your pet fish kicked the bucket."
] | 0 |
closed choice
|
grade11
|
language science
|
writing-strategies
|
Audience, purpose, and tone
|
Which text is most formal?
|
Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
Compare the following sentences.
Informal: Yeah, ostriches can't fly, but I think they're awesome.
More formal: Ostriches may be flightless, but they're remarkable runners.
Most formal: Though flightless, ostriches are remarkable runners.
|
The second expression of condolence is more formal. The other expression of condolence uses a contraction (I'm) and insensitive-sounding slang (kicked the bucket).
|
|
What is the name of the colony shown?
|
[
"North Carolina",
"Alabama",
"Massachusetts",
"Rhode Island"
] | 2 |
closed choice
|
grade8
|
social science
|
us-history
|
Colonial America
|
Identify the Thirteen Colonies
|
The colony is Massachusetts.
The Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.
|
|||
Not supported with pagination yet |
How long is a duck?
|
[
"1 yard",
"1 foot",
"1 inch",
"1 mile"
] | 1 |
Select the best estimate.
|
closed choice
|
grade7
|
natural science
|
units-and-measurement
|
Units and measurement
|
Choose customary units of distance, mass, and volume
|
Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
When you are using customary units, length may be written with units of inches, feet, yards, or miles.
There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
A football is about 1 foot long. A football field is 100 yards long.
|
The best estimate for the length of a duck is 1 foot.
1 inch is too short. 1 yard and 1 mile are too long.
|
Which continent is highlighted?
|
[
"South America",
"Europe",
"Antarctica"
] | 2 |
closed choice
|
grade2
|
social science
|
geography
|
Geography
|
Identify oceans and continents
|
A continent is one of the seven largest areas of land on earth.
|
This continent is Antarctica.
|
||
Which of the following organisms is the producer in this food web?
|
[
"bilberry",
"earthworm",
"snowy owl"
] | 0 |
Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.
|
closed choice
|
grade6
|
natural science
|
biology
|
Ecological interactions
|
Interpret food webs I
|
A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.
|
Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.
The snowy owl has an arrow pointing to it, so it is not a producer.
The bear sedge does not have any arrows pointing to it. So, the bear sedge is a producer.
The bilberry does not have any arrows pointing to it. So, the bilberry is a producer.
The earthworm has arrows pointing to it, so it is not a producer.
|
|
Not supported with pagination yet |
What information supports the conclusion that Dirk acquired this trait?
|
[
"Dirk's brother has scars on both of his knees.",
"Dirk's scar is on his left knee. His mother also has a scar on her left knee.",
"Dirk's scar was caused by an accident. He cut his leg when he fell off his skateboard."
] | 2 |
Read the description of a trait.
Dirk has a scar on his left knee.
|
closed choice
|
grade7
|
natural science
|
biology
|
Genes to traits
|
Inherited and acquired traits: use evidence to support a statement
|
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.
| |
Not supported with pagination yet |
Which sentence states a fact?
|
[
"Dione Lucas was the first woman to graduate from the cooking school Le Cordon Bleu in Paris.",
"Graduates of the Parisian cooking school Le Cordon Bleu make the most delicious meals."
] | 0 |
closed choice
|
grade6
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Distinguish facts from opinions
|
A fact is something that can be proved by research or observation.
Napoleon Bonaparte was shorter than King Louis XVI.
The statement above is a fact. The statement can be proved by researching the height of each man and comparing them.
An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved.
Napoleon Bonaparte was a better leader than King Louis XVI.
The statement above is an opinion. People can have different ideas about what makes someone a "better" leader, so the statement cannot be proved.
|
The first sentence states a fact.
Dione Lucas was the first woman to graduate from the cooking school Le Cordon Bleu in Paris.
It can be proved by reading about the history of Le Cordon Bleu.
The second sentence states an opinion.
Graduates of the Parisian cooking school Le Cordon Bleu make the most delicious meals.
Most delicious shows what a person believes, thinks, or feels. Another person might have a different opinion about what counts as the most delicious meals.
|
|
Which bird's beak is also adapted to get nectar out of long flowers?
|
[
"bronzy sunbird",
"northern mockingbird"
] | 0 |
Green violetears live in the forests of Central and South America. The shape of the 's beak is adapted to get nectar out of long flowers.
Figure: green violetear.
|
closed choice
|
grade5
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: beaks, mouths, and necks
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.
|
Look at the picture of the green violetear.
The green violetear has a long, thin beak. Its beak is adapted to get nectar out of long flowers. The green violetear's long, thin beak can reach deep into the flowers.
Now look at each bird. Figure out which bird has a similar adaptation.
The bronzy sunbird has a long, thin beak. Its beak is adapted to get nectar out of long flowers.
The northern mockingbird has a short, thin beak. Its beak is not adapted to get nectar out of long flowers. The northern mockingbird uses its beak to eat insects and earthworms.
|
|
Not supported with pagination yet |
Which greeting is correct for a letter?
|
[
"Dear mr. Kelly,",
"Dear Mr. Kelly,"
] | 1 |
closed choice
|
grade2
|
language science
|
capitalization
|
Capitalization
|
Greetings and closings of letters
|
A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory
|
The first greeting is correct:
Its first word is capitalized, and it ends with a comma. Mr. Kelly is capitalized because it is a proper noun.
|
|
Not supported with pagination yet |
Which of the following contains a vague pronoun reference?
|
[
"Ted sent them the transcript from his old college, but he still wasn't granted an exemption from English 101.",
"Ted sent the registrar's office the transcript from his old college, but he still wasn't granted an exemption from English 101."
] | 0 |
closed choice
|
grade10
|
language science
|
writing-strategies
|
Pronouns
|
Identify vague pronoun references
|
When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes.
|
The first answer choice contains a vague pronoun reference. The pronoun them is used without its antecedent.
The second answer choice shows a possible correction for the vague pronoun reference. Them has been replaced with the registrar's office.
Ted sent the registrar's office the transcript from his old college, but he still wasn't granted an exemption from English 101.
|
|
Not supported with pagination yet |
Compare the motion of three sailboats. Which sailboat was moving at the highest speed?
|
[
"a sailboat that moved 15miles north in 5hours",
"a sailboat that moved 40miles north in 5hours",
"a sailboat that moved 45miles west in 5hours"
] | 2 |
closed choice
|
grade3
|
natural science
|
physics
|
Force and motion
|
Compare the speeds of moving objects
|
An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
Distance tells you how far the object has moved. One unit used to measure distance is the mile.
Time tells you how long the object has spent moving. One unit used to measure time is the hour.
Think about objects moving for the same amount of time. The object that is moving the fastest will go the farthest distance in that time. It is moving at the highest speed.
|
Look at the distance each sailboat moved and the time it took to move that distance. The direction each sailboat moved does not affect its speed.
Notice that each sailboat moved for 5 hours. The sailboat that moved 45 miles moved the farthest distance in that time. So, that sailboat must have moved at the highest speed.
|
|
What is the capital of California?
|
[
"Los Angeles",
"Salt Lake City",
"Sacramento",
"San Francisco"
] | 2 |
closed choice
|
grade5
|
social science
|
geography
|
State capitals
|
Identify state capitals of the West
|
Sacramento is the capital of California.
|
|||
What is the capital of Utah?
|
[
"Provo",
"Olympia",
"Salt Lake City",
"Salem"
] | 2 |
closed choice
|
grade5
|
social science
|
geography
|
State capitals
|
Identify state capitals of the West
|
Salt Lake City is the capital of Utah.
|
|||
Which of these states is farthest north?
|
[
"Michigan",
"Alabama",
"Maryland",
"Missouri"
] | 0 |
closed choice
|
grade5
|
social science
|
geography
|
Maps
|
Read a map: cardinal directions
|
Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
|
To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Michigan is farthest north.
|
||
Not supported with pagination yet |
Which of the following contains a vague pronoun reference?
|
[
"When Brian tried to explain the complicated equation to Steven, his head started spinning.",
"Steven's head started spinning when Brian tried to explain the complicated equation to him."
] | 0 |
closed choice
|
grade11
|
language science
|
writing-strategies
|
Pronouns
|
Identify vague pronoun references
|
When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes.
|
The first answer choice contains a vague pronoun reference. The pronoun him could refer to Brian or Steven.
When Brian tried to explain the complicated equation to Steven, his head started spinning.
The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
Steven's head started spinning when Brian tried to explain the complicated equation to him.
|
|
Not supported with pagination yet |
Select the living thing.
|
[
"chair",
"almond tree",
"clay",
"candy"
] | 1 |
closed choice
|
grade4
|
natural science
|
biology
|
Classification
|
Identify living and nonliving things
|
All living things are made up of cells. Plants, animals, and some fungi have many cells. Other living things are made up of just one cell.
All living things need food and water. Water helps living things break down food and remove waste. Food gives living things energy. They use energy from food to grow and change.
All living things sense changes in their environment. Living things might sense changes by seeing, smelling, hearing, or feeling. Living things can respond to the changes they sense.
|
Clay is not a living thing.
Clay does not have all of the traits of a living thing. It can be formed into different shapes, but it does not grow or respond to the world around it. It does not need food or water.
An almond tree is a living thing.
Almond trees grow and respond to their environment. They need food and water. Almond trees are made up of many cells.
Almond trees are plants. They make their own food using water, carbon dioxide, and energy from sunlight.
A chair is not a living thing.
Chairs do not have all of the traits of living things. They do not grow or respond to their environment. They do not need food or water.
Candy is not a living thing.
Candy does not have all of the traits of a living thing. It is sweet and can be shaped like fruit. But it does not grow like real fruit. It does not need food or water.
|
|
Which solution has a higher concentration of blue particles?
|
[
"Solution A",
"Solution B",
"neither; their concentrations are the same"
] | 2 |
The diagram below is a model of two solutions. Each blue ball represents one particle of solute.
|
closed choice
|
grade8
|
natural science
|
chemistry
|
Solutions
|
Compare concentrations of solutions
|
A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
|
In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.
Use the concentration formula to find the number of blue particles per milliliter.
Solution A and Solution B have the same number of blue particles per milliliter. So, their concentrations are the same.
|
|
Not supported with pagination yet |
Which of the following contains a vague pronoun reference?
|
[
"Mrs. Levin was overjoyed when she saw her granddaughter for the first time in two years.",
"When Mrs. Levin saw her granddaughter for the first time in two years, she was overjoyed."
] | 1 |
closed choice
|
grade10
|
language science
|
writing-strategies
|
Pronouns
|
Identify vague pronoun references
|
When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent.
When Lisa and Kim finally landed, she breathed a sigh of relief.
The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear.
Vague pronoun references can be corrected in one of two ways:
1. Replace the pronoun with its correct antecedent:
When Lisa and Kim finally landed, Lisa breathed a sigh of relief.
2. Rewrite the sentence:
Lisa breathed a sigh of relief when she and Kim finally landed.
A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent.
They say that this nail polish dries in less than five minutes.
The pronoun they is used without its antecedent, so the meaning of the sentence is unclear.
This problem can be fixed by replacing the pronoun with its missing antecedent.
The advertisements say that this nail polish dries in less than five minutes.
|
The first answer choice contains a vague pronoun reference. The pronoun she could refer to Mrs. Levin or her granddaughter.
When Mrs. Levin saw her granddaughter for the first time in two years, she was overjoyed.
The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear.
Mrs. Levin was overjoyed when she saw her granddaughter for the first time in two years.
|
|
Which solution has a higher concentration of yellow particles?
|
[
"neither; their concentrations are the same",
"Solution B",
"Solution A"
] | 1 |
The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.
|
closed choice
|
grade6
|
natural science
|
chemistry
|
Solutions
|
Compare concentrations of solutions
|
A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
|
In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.
|
|
Not supported with pagination yet |
Based on this information, what is Cupcake's phenotype for the eye color trait?
|
[
"brown eyes",
"red eyes"
] | 0 |
In a group of guinea pigs, some individuals have brown eyes and others have red eyes. In this group, the gene for the eye color trait has two alleles. The allele for brown eyes (E) is dominant over the allele for red eyes (e).
Cupcake is a guinea pig from this group. Cupcake has the homozygous genotype EE for the eye color gene.
|
closed choice
|
grade7
|
natural science
|
biology
|
Genes to traits
|
Genetics vocabulary: dominant and recessive
|
All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers.
|
Cupcake's genotype for the eye color gene is EE. Cupcake's genotype of EE has only E allelles. The E allele is for brown eyes. So, Cupcake's phenotype for the eye color trait must be brown eyes.
To check this answer, consider whether Cupcake's alleles are dominant or recessive. The allele for brown eyes (E) is dominant over the allele for red eyes (e). This means E is a dominant allele, and e is a recessive allele.
Cupcake's genotype of EE has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Cupcake's phenotype for the eye color trait must be brown eyes.
|
Select the time the lunchroom is most likely to flood.
|
[
"when a river next to the school overflows",
"during a drought, when there is not much rain"
] | 0 |
Imagine a school is facing a problem caused by flooding.
The lunchroom at Sunset Elementary School floods each year. When there is more than one inch of water on the ground outside, water flows under the doors and into the building. Dr. Rogers, the principal, wants to find a way to protect the lunchroom from flooding.
|
closed choice
|
grade4
|
natural science
|
literacy-in-science
|
Engineering practices
|
Evaluate multiple design solutions to prevent flooding
| |||
Not supported with pagination yet |
What is the source of the allusion in the sentence below?
Looking at his life, we couldn't help but see Sean as a Job-like figure.
|
[
"the Bible",
"Roman history"
] | 0 |
closed choice
|
grade11
|
language science
|
figurative-language
|
Literary devices
|
Recall the source of an allusion
|
An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
The protean nature of the disease makes it difficult to diagnose.
The word protean is an allusion to the sea god Proteus in Greek mythology. Because the sea is constantly changing, to describe something as protean suggests that it is variable or in flux.
|
The source of the allusion Job is the Bible.
In the Bible, Job remains faithful and loyal to God, even after the unjust loss of his possessions, family, and health.
The allusion Job means someone who patiently endures adversity.
|
|
Not supported with pagination yet |
Which logical fallacy is used in the text?
Ms. Novak has suggested that our schools let students take statistics instead of algebra to graduate. Frankly, it is puzzling to me that she thinks algebra is a useless subject.
|
[
"circular reasoning: an argument that supports a claim with the claim itself",
"straw man: a misrepresentation of an opponent's position that makes it easier to argue against",
"slippery slope fallacy: the false assumption that a small first step will lead to extreme consequences"
] | 1 |
closed choice
|
grade11
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Classify logical fallacies
|
A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | an attack against the person making the argument, rather than the argument itself
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a broad claim based on too few observations
slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
|
The text argues that Ms. Novak thinks algebra is useless because she would let students take statistics instead. However, Ms. Novak only claimed that students should be allowed to take statistics instead of algebra. She did not suggest that algebra is a useless subject. This illustrates a type of logical fallacy known as a straw man.
|
|
Not supported with pagination yet |
Which figure of speech is used in this text?
"There's nothing I love more than skipping lunch," Mr. Massey told the flight attendant when he learned that no food would be available on his cross-country flight.
|
[
"personification",
"verbal irony"
] | 1 |
closed choice
|
grade8
|
language science
|
figurative-language
|
Literary devices
|
Classify figures of speech
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face.
|
The text uses verbal irony, which involves saying one thing but implying something very different.
Nothing I love more shows verbal irony because Mr. Massey is probably upset that there isn't anything to eat.
|
|
Not supported with pagination yet |
What does the verbal irony in this text suggest?
"Sleeping through the rooster's crowing was no problem," Jaylen joked with a yawn.
|
[
"Jaylen slept well.",
"Jaylen slept poorly."
] | 1 |
closed choice
|
grade6
|
language science
|
figurative-language
|
Literary devices
|
Interpret figures of speech
|
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face.
|
The text uses verbal irony, which involves saying one thing but implying something very different.
Sleeping through the rooster's crowing was no problem ironically suggests that Jaylen slept poorly. Jaylen was tired, so the rooster's crowing was clearly a problem.
|
|
Not supported with pagination yet |
Which logical fallacy is used in the text?
Ben's definitely voting for the Conservative Party in the next election because he said there was no way he was voting for the Labour Party.
|
[
"false dichotomy: an argument that presents only two choices when more options exist",
"false causation: the assumption that because two things happened together, one caused the other",
"appeal to nature: the assumption that natural things are always good"
] | 0 |
closed choice
|
grade12
|
language science
|
writing-strategies
|
Developing and supporting arguments
|
Classify logical fallacies
|
A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | an attack against the person making the argument, rather than the argument itself
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a broad claim based on too few observations
slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
|
The text argues that Ben is voting either for the candidate from the Conservative Party or the Labour Party. However, Ben might be voting for a third party—or he might not be voting at all. This illustrates a type of logical fallacy known as a false dichotomy.
|
|
Not supported with pagination yet |
Would you find the word notion on a dictionary page with the following guide words?
napkin - news
|
[
"yes",
"no"
] | 1 |
yes or no
|
grade5
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.
|
Put the words in alphabetical order.
Since notion is not between the guide words napkin - news, it would not be found on that page.
|
|
Not supported with pagination yet |
Which word would you find on a dictionary page with the following guide words?
ill - its
|
[
"insect",
"icicle"
] | 0 |
closed choice
|
grade4
|
language science
|
reference-skills
|
Reference skills
|
Use guide words
|
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.
|
Put the words in alphabetical order.
Since insect is between the guide words ill - its, it would be found on that page.
|
|
What is the Japanese tree frog's scientific name?
|
[
"Hyla japonica",
"Hyla arborea"
] | 0 |
The Japanese tree frog is found in many parts of Japan. It often lives in rice paddies. The Japanese tree frog's scientific name refers to Japan.
|
closed choice
|
grade4
|
natural science
|
biology
|
Scientific names
|
Origins of scientific names
|
When a scientist identifies a new organism, he or she chooses its scientific name.
Sometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.
Many of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name.
|
This organism's scientific name refers to Japan.
The word japonica refers to Japan. So, the Japanese tree frog's scientific name is Hyla japonica.
|
Subsets and Splits
Topic Counts by Grade
Provides a breakdown of the number of questions by topic (physics, chemistry, biology, geography) for each grade level, revealing the distribution of question types.
Train Data with Numeric Choices
This query identifies distinct rows in the dataset where one of the elements in the choices column contains a number and the image column is null, providing insight into data completeness and specific patterns in the choices.
Select Test Rows With Images
The query retrieves all records from the 'test' table where the 'image' column is not null, providing basic filtering without deep analytical value.
Test Images Query
This query retrieves a limited sample of rows where the image column is not null, providing basic filtering but minimal analytical value.
Test Data with Images
The query filters out rows where the image column is not null, providing a basic subset of the data but without much analytical insight.
Select Test Entries With Images
The query retrieves all records from the 'test' table where the 'image' column is not null, providing basic filtering but no deeper analytical insight.